ERIC Number: ED310878
Record Type: Non-Journal
Publication Date: 1989-Apr
Reference Count: N/A
The Relationship of Teacher Perceptions of Children's Temperament and Intellectual Ability.
Czeschlik, Tatiana; Rost, Detlef H.
Some previous findings support the notion that there is a relation between temperamental characteristics of school children and the classroom management decisions of their teachers. Teachers' perceptions of children are known to influence their classroom behavior. This study specifically explored how teachers may overestimate or underestimate the intellectual abilities and achievement levels of their pupils according to their views of the pupils' temperamental characteristics. Headteachers were asked to provide information on the temperamental characteristics, intellectual abilities, and school achievement of 40 gifted and 40 non-gifted children. From a sample of 7,300 German elementary school children in the third grade, 40 gifted students belonging to the top 2 percent of their age group in intellectual ability were identified. For each gifted child, an average matched control from the same classroom was designated. Teachers rated each child in terms of intellectual ability and school performance. They also completed Keogh's short form of the Teacher Temperament Questionnaire. Preliminary data analysis suggests a relationship between teacher estimates of intellectual ability and school marks and two temperament factors: social flexibility and task orientation. Results are discussed in terms of their implications for elementary school children's academic and social development in the school setting. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: West Germany